Kalem Eğitim ve İnsan Bilimleri Dergisi 2023, 13(2), 505-525, doi: 10.23863/kalem.2022.246
* Sorumlu Yazar. Tel: +90 536 262 82 27 | Araştırma Makalesi.
Makale Tarih Bilgisi. Gönderim: 20.10.2021, Kabûl: 20.03.2022, Erken Görünüm: 02.12.2022, Basım: Aralık, 2023
© 2023. Kalem Eğitim ve Sağlık Hizmetleri Vakfı. Bütün Hakları Saklıdır. ISSN: 2146-5606, e-ISSN: 2687-6574
Forming Effective İnclusive Education:
From School Principals Perspectives
Prof. Dr. Sevilay ŞAHİN
Gaziantep Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Gaziantep / Türkiye,
ssahin@gantep.edu.tr, ORCID: 0000-0002-7140-821X
Mehmet İLÇİN
Milli Eğitim Bakanlığı, Gaziantep İl Milli Eğitim Müdürlüğü, Gaziantep / Türkiye,
milciness@gmail.com, ORCID: 0000-0003-1366-3981
Abstract
In this study, it was aimed to determine the opinions of school principals in early
childhood education in terms of their perception about access to education, participa-
tion in education and support to education within the scope of inclusive education,
about the practices they carry out in their organizations and about what kind of other
studies to be done. It was designed as a phenomenological study, a qualitative research
methodology, as it aimed at an in-depth examination of the views of school principals.
The study group consisted of 10 kindergarten principals working in Gaziantep city
centre. Semi-structured open-ended interview protocol was used to collect data. The
research data were analysed using content and descriptive analysis methods. As a re-
sult of the study, it was concluded that school principals had a general perspective on
access to education, participation in education and support to education, which are the
components of inclusive early childhood education, and they had some practices in
their organizations either planned or unplanned. Furthermore, school principals